Presentation of my Igniting question connected to SLA theories
Project description
Contents Guidelines
Your presentation should:
• explain the rationale for your intervention: what troublesome aspect of teaching and learning were you adressing;
• explain how SLA theory helped to shed light on this issue and make clear reference to the key texts and concepts that you have found useful;
• present your intervention in detail and reflect on it.
You do not need to have tested / trialed your intervention
Intervention = anything you initiate as a language teacher – in or out of a classroom, face to face or online, it could be a task, a lesson outline, a series of tasks, a syllabus….. different types of interventions may be more suited to different types of questions.
This is what I suggested to my tutor for my assignment. Below you can find my tutors’ feedback and my redesign. Please make a presentation with 30 slides by explain the problem and how I will solve the problem referring to some bibliography listed below.
SECOND LANGUAGE ACQUISITION AND TEACHING
OUTLINE (draft)
I. WHAT I TEACH
Course title: Teaching ……..as a Second/Foreign Language (elective course)
Instructor:
Audience: 25 Undergraduate Students (From all the department)
Level: A1.2/ level 3
Teaching hours: 3 hours per week
Aims and Objectives:
Assessment: 15%
– Formative (in-class activities/tasks 5%)
– Summative (10%)
II. MY IGNITING QUESTIONS: (I have to be more explicit?? What is the actual problem and then provide the solutions…)
HOW CAN I HELP MY STUDENTS’S SPEAKING SKILLS?
o To be explicit about what is expected of the students to be attained from this course (in speaking)
o Define the assessment (15%- oral speaking)
o To be explicit with the teaching methods, intended outcomes (ILOs) as well as aligning the assessment tasks.
o Give simple and clear instructions of the speaking tasks so all the students understood the whole learning procedure. If necessary give examples of previous students’ tasks.
o Reduce my TTT (Teaching Talking Time) and increase STT (Students’ Talking Time)
o Motivate students to participate in the tasks (action-based or task-based approach)
o Try to provide frequent opportunities for students to talk in small groups and/or to engage them in roles (student-teacher, mother-child, client-fruit seller etc) before speaking before the larger group.
o Giving feedback (group or individual)
III. HOW I HELPED MY STUDENTS TO ENHANCE SPEAKING PERFORMANCE
o Different kind of tasks (learner-centered interaction)
a. Kiz/erkek arkadasinizin dogum günü var. Asagidaki hediyelerden hangisini almayi düsünüyorsunuz? Cevabinizi nedeniyle açiklayin. Sinif arkadaslarinizla diyalog kurun. –Your boyfriend/girlfriend has his/her birthday. Have a look on the picture and tell to your partner which present you are thinking to buy for him/her and why. Make a dialoque.
The class is divided into pairs and each student had to ask her/his partner questions and fill in the table according to the answers she/he got. e.g
Yarin ne yapacaksin? Soralim, ögrenelim!
What are you doing tomorrow? Let’s learn by asking!
SORULAR /QUESTIONS EVET/YES HAYIR/NO
*Sabah saat 9’da kalkacak misin?
*Kahvalti yapacacak misin?
*Üniversiteye gidecek misin?
*Türkçe çalisacak misin?
*Aksam saat 11’de yatacak misin?
Give sufficient input on the topic/theme/situation etc. (at the end of each unit).This can be done using video clips, audio recordings, pictures, figurines and even simulations.
e.g Video example uploaded to our FB group page.
-learn/repeat vocabulary example of dialogue
IV. HOW MY TEACHING PRACTISES HAS BEEN INFORMED BY THE SLA THEORY?
Effectiveness of my:
– ILOs
– Teaching materials
– Instructions
– Teaching and learning strategies
– Oral tasks (kind)
– Feedback
– Self-Evaluation
– Assessment
MY TUTORS’ SUGGESTIONS:
Thank you for this very detailed account. One question: when you say you want to help your students with their speaking skills , what is the core problem that you are facing and seeking to remedy?
The bullet points below your question are all possible solutions but I think it would be helpful for you and for us if you can try and elaborate a little more on what is the main problem you wish to address. This will make investigations of SLA easier too.
MY ANSWER: MY NEW OUTLINE
MY ANSWER: MY NEW OUTLINE
Thank you for your feedback. So I have to be more explicit to the problem; how I understand that my student’s need more practice in speaking skills and combine this with the SLA theories.
1. identify the problem (200 words)
2. solve problems (200 words)
2.1 what kind of approach, (SLA THEORIES) (300 words) (shortly with references )
2.2.technigues (100 words)
2.3 tools (voki,flashcards, taboo, go.animated etc) (100 words)
2.4 activities (presented above) (200 words )
3. Psychology of students before- during- after the lesson (s) – Motivation in F/S Language Learning (200 words)
4. Conclusion (200 words)
5. References.
REFERENCES (HARVARD)
This list of reference will be built as the module unfolds partly to be guided by your needs; partly to be more digestible.
?Carroll, John B. “Psychometric approaches to the study of language abilities.”Individual differences in language ability and language behavior (1979): 13-31.
?Corder, Stephen Pit. “The significance of learner’s errors.” IRAL-International Review of Applied Linguistics in Language Teaching 5.1-4 (1967): 161-170.
?Dörnyei, Zoltán. “Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications.” Language Learning 53.S1 (2003): 3-32.
?Doughty, Catherine, and Jessica Williams, eds. Focus on form in classroom second language acquisition. Ernst Klett Sprachen, 1998.
?Ellis, Rod. Task-based language learning and teaching. Oxford University Press, 2003.
?Hampel, Regine, and Mirjam Hauck. “Towards an effective use of audio conferencing in distance language courses.” Language Learning & Technology8.1 (2004): 66-82.
?Horwitz, Elaine K., Michael B. Horwitz, and Joann Cope. “Foreign language classroom anxiety.” The Modern language journal 70.2 (1986): 125-132.
?Howatt, Anthony Philip Reid, and Henry George Widdowson. A history of English language teaching. Vol. 6. Oxford: Oxford University Press, 1984.
?Kolb, David A. Learning style inventory technical manual. Boston: McBer, 1976.
?Krashen, Stephen. Principles and practice in second language acquisition. Pergamon: Oxford, 1982.
?Lado, Robert. “Linguistics Across Cultures: Applied Linguistics for Language Teachers.” (1957).
?MacIntyre, Peter D., et al. “Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation.” The Modern Language Journal 82.4 (1998): 545-562.
?Reid, Joy M. “The learning style preferences of ESL students.” TESOL quarterly21.1 (1987): 87-111.
?Selinker, Larry. “Interlanguage.” IRAL-International Review of Applied Linguistics in Language Teaching 10.1-4 (1972): 209-232.
?Skehan, Peter. “A framework for the implementation of task-based instruction.”Applied linguistics 17.1 (1996): 38-62.
?Spada, Nina. “Form-focussed instruction and second language acquisition: A review of classroom and laboratory research.” Language teaching 30.02 (1997): 73-87.
?Swain, Merrill. “The output hypothesis and beyond: Mediating acquisition through collaborative dialogue.” Sociocultural theory and second language learning 97 (2000): 114.
?Willis, Jane, and Dave Willis, eds. Challenge and change in language teaching. MacMillan Heinemann English Language Teaching, 1996.
Contents Guidelines
Your presentation should:
• explain the rationale for your intervention: what troublesome aspect of teaching and learning were you adressing;
• explain how SLA theory helped to shed light on this issue and make clear reference to the key texts and concepts that you have found useful;
• present your intervention in detail and reflect on it.
You do not need to have tested / trialed your intervention
Intervention = anything you initiate as a language teacher – in or out of a classroom, face to face or online, it could be a task, a lesson outline, a series of tasks, a syllabus….. different types of interventions may be more suited to different types of questions.
This is what I suggested to my tutor for my assignment. Below you can find my tutors’ feedback and my redesign. Please make a presentation with 30 slides by explain the problem and how I will solve the problem referring to some bibliography listed below.
SECOND LANGUAGE ACQUISITION AND TEACHING
OUTLINE (draft)
I. WHAT I TEACH
Course title: Teaching ……..as a Second/Foreign Language (elective course)
Instructor:
Audience: 25 Undergraduate Students (From all the department)
Level: A1.2/ level 3
Teaching hours: 3 hours per week
Aims and Objectives:
Assessment: 15%
– Formative (in-class activities/tasks 5%)
– Summative (10%)
II. MY IGNITING QUESTIONS: (I have to be more explicit?? What is the actual problem and then provide the solutions…)
HOW CAN I HELP MY STUDENTS’S SPEAKING SKILLS?
o To be explicit about what is expected of the students to be attained from this course (in speaking)
o Define the assessment (15%- oral speaking)
o To be explicit with the teaching methods, intended outcomes (ILOs) as well as aligning the assessment tasks.
o Give simple and clear instructions of the speaking tasks so all the students understood the whole learning procedure. If necessary give examples of previous students’ tasks.
o Reduce my TTT (Teaching Talking Time) and increase STT (Students’ Talking Time)
o Motivate students to participate in the tasks (action-based or task-based approach)
o Try to provide frequent opportunities for students to talk in small groups and/or to engage them in roles (student-teacher, mother-child, client-fruit seller etc) before speaking before the larger group.
o Giving feedback (group or individual)
III. HOW I HELPED MY STUDENTS TO ENHANCE SPEAKING PERFORMANCE
o Different kind of tasks (learner-centered interaction)
a. Kiz/erkek arkadasinizin dogum günü var. Asagidaki hediyelerden hangisini almayi düsünüyorsunuz? Cevabinizi nedeniyle açiklayin. Sinif arkadaslarinizla diyalog kurun. –Your boyfriend/girlfriend has his/her birthday. Have a look on the picture and tell to your partner which present you are thinking to buy for him/her and why. Make a dialoque.
The class is divided into pairs and each student had to ask her/his partner questions and fill in the table according to the answers she/he got. e.g
Yarin ne yapacaksin? Soralim, ögrenelim!
What are you doing tomorrow? Let’s learn by asking!
SORULAR /QUESTIONS EVET/YES HAYIR/NO
*Sabah saat 9’da kalkacak misin?
*Kahvalti yapacacak misin?
*Üniversiteye gidecek misin?
*Türkçe çalisacak misin?
*Aksam saat 11’de yatacak misin?
Give sufficient input on the topic/theme/situation etc. (at the end of each unit).This can be done using video clips, audio recordings, pictures, figurines and even simulations.
e.g Video example uploaded to our FB group page.
-learn/repeat vocabulary example of dialogue
IV. HOW MY TEACHING PRACTISES HAS BEEN INFORMED BY THE SLA THEORY?
Effectiveness of my:
– ILOs
– Teaching materials
– Instructions
– Teaching and learning strategies
– Oral tasks (kind)
– Feedback
– Self-Evaluation
– Assessment
MY TUTORS’ SUGGESTIONS:
Thank you for this very detailed account. One question: when you say you want to help your students with their speaking skills , what is the core problem that you are facing and seeking to remedy?
The bullet points below your question are all possible solutions but I think it would be helpful for you and for us if you can try and elaborate a little more on what is the main problem you wish to address. This will make investigations of SLA easier too.
MY ANSWER: MY NEW OUTLINE
Thank you for your feedback. So I have to be more explicit to the problem; how I understand that my student’s need more practice in speaking skills and combine this with the SLA theories.
1. identify the problem (200 words)
2. solve problems (200 words)
2.1 what kind of approach, (SLA THEORIES) (300 words) (shortly with references )
2.2.technigues (100 words)
2.3 tools (voki,flashcards, taboo, go.animated etc) (100 words)
2.4 activities (presented above) (200 words )
3. Psychology of students before- during- after the lesson (s) – Motivation in F/S Language Learning (200 words)
4. Conclusion (200 words)
5. References.
REFERENCES (HARVARD)
This list of reference will be built as the module unfolds partly to be guided by your needs; partly to be more digestible.
1. ?Carroll, John B. “Psychometric approaches to the study of language abilities.”Individual differences in language ability and language behavior (1979): 13-31.
2. ?Corder, Stephen Pit. “The significance of learner’s errors.” IRAL-International Review of Applied Linguistics in Language Teaching 5.1-4 (1967): 161-170.
3. ?Dörnyei, Zoltán. “Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications.” Language Learning 53.S1 (2003): 3-32.
4. ?Doughty, Catherine, and Jessica Williams, eds. Focus on form in classroom second language acquisition. Ernst Klett Sprachen, 1998.
5. ?Ellis, Rod. Task-based language learning and teaching. Oxford University Press, 2003.
6. ?Hampel, Regine, and Mirjam Hauck. “Towards an effective use of audio conferencing in distance language courses.” Language Learning & Technology8.1 (2004): 66-82.
7. ?Horwitz, Elaine K., Michael B. Horwitz, and Joann Cope. “Foreign language classroom anxiety.” The Modern language journal 70.2 (1986): 125-132.
8. ?Howatt, Anthony Philip Reid, and Henry George Widdowson. A history of English language teaching. Vol. 6. Oxford: Oxford University Press, 1984.
9. ?Kolb, David A. Learning style inventory technical manual. Boston: McBer, 1976.
10. ?Krashen, Stephen. Principles and practice in second language acquisition. Pergamon: Oxford, 1982.
11. ?Lado, Robert. “Linguistics Across Cultures: Applied Linguistics for Language Teachers.” (1957).
12. ?MacIntyre, Peter D., et al. “Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation.” The Modern Language Journal 82.4 (1998): 545-562.
13. ?Reid, Joy M. “The learning style preferences of ESL students.” TESOL quarterly21.1 (1987): 87-111.
14. ?Selinker, Larry. “Interlanguage.” IRAL-International Review of Applied Linguistics in Language Teaching 10.1-4 (1972): 209-232.
?Skehan, Peter. “A framework for the implementation of task-based instruction.”Applied linguistics 17.1 (1996): 38-62.
?Spada, Nina. “Form-focussed instruction and second language acquisition: A review of classroom and laboratory research.” Language teaching 30.02 (1997): 73-87.
?Swain, Merrill. “The output hypothesis and beyond: Mediating acquisition through collaborative dialogue.” Sociocultural theory and second language learning 97 (2000): 114.
?Willis, Jane, and Dave Willis, eds. Challenge and change in language teaching. MacMillan Heinemann English Language Teaching, 1996.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT 🙂